washington state career- and college-ready standards implementation transforming professional...
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Washington State Career- and College-Ready Standards Implementation
Transforming Professional Learning Systems for Reform: Common Core and More District Network Project(WA-TPL)
A Gates Foundation funded opportunity for Washington School Districts
District OrientationJune 2, 2014
WA TPL Kick Off 6/2/2014
“The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing
professional learning – not one-of “spray and pray” training that exposes everyone to the same material and
hope it sticks”
~Stephanie Hirsh, Learning Forward (2011)
“Current teachers must receive extensive professional development on the Common Core standards, curricular materials, and strategies on teaching that now require
students to delve deeper and develop critical thinking and analytical skills that previous standards did not
adequately address…”
~ National Association of State Boards of Education (2011)WA TPL Kick Off 6/2/2014 2
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“…today, however, there is little systemic attention to professional learning as a core strategy for
educator reform…”
~Stephanie Hirsh & Joellen Killion, Learning Forward
3
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Learning Targets for Today
• Participants will gain an overall perspective of statewide standards implementation approach and WA TPL project.
• Participants will learn about specific project objectives related to their role as lab or critical friend district.
• Participants will gain an understanding of the project evaluation and data collection process (Standards Assessment Inventory 2 (SAI2))
• Participants will discuss next steps: June - October
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AgendaWelcome & Introductions
-WA TPL Team (OSPI, LFWA, ESD partners)
-WA TPL Districts
State Context and Overview
TPL Overview
Lab and CF commitments
Professional Learning Foundations & Support System
Project Evaluation & Data Collection
Planning & Next Steps
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WA-TPL Core Leadership
• OSPI Team:• Jessica Vavrus, Assistant Superintendent, Teaching &
Learning, OSPI• Dan Bissonnette, Project Manager, WA-TPL, OSPI
• WA-TPL Design/Leadership Team
• Learning Forward Washington• Ellen Hopkins
• AESD Network• Assistant Superintendents for Teaching & Learning and
representatives
• Bill & Melinda Gates Foundation• Edie Harding, Project Officer
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Regional Introductions
• ESD key representatives
• District core team members
• School leadership team members
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Who Is In Your Room?PENNY IN YOUR POCKET
• Find a penny from your pocket.
• Note the year it was minted.
• Take a few minutes to identify events in your life (personal or professional) that were important during that year.
• Go around the room introduce and share
• Back in 15 minutes
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Penny In Your Pocket
BACK IN 15 MINUTES
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State Context TPL ProjectImplementing Career- and College-Ready (CCR) Learning Standards…
Washington’s Vision for Education
Every Washington public school student will graduate from high school globally competitive for
work and postsecondary education and prepared for life in
the 21st century.Class of 2011: Bridgeport High School
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Aligned System – Common Language and Common Vision
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District-directed professional learning
structures
Assessment & Accountability
Systems (SBAC)
Student and School Success
Professional Learning Aligned
to Standards
Educator Effectiveness Systems (TPEP)
Aligned Federal and State Programs
Regional Support Systems (ESDs)
National Board Certification
BEA Funding and Policy
Recommendations
Comprehensive Mentor & Induction Programs
(BEST)
Pre-Service Programs
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for ALL Students (CCSS/NGSS)
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Implementing Career- and College- Ready Standards in Washington State
Our Vision: Every student will have access to CCR standards through high quality instruction aligned with the standards every day; and every educator is prepared and supported to implement the standards in their classrooms every day.
Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and students.
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Bringing the CCR System Together
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All students
leave high
school career and
college ready
• https://wacore2college.wikispaces.com/Project+Overview
• http://www.washingtonesds.org/site/default.aspx?PageID=1
• http://www.k12.wa.us/CoreStandards/ProfDev.aspx
14
Moving toward Career and College Ready Standards
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“These standards are not intended to be new names for old
ways of doing business.”
CCSS-M, page 5
Career and College Readiness for EVERY Student
What role do district leaders and structures have in supporting and sustaining
professional learning to support every teacher and ultimately, every student?
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Our guiding beliefs and approach for CCR Standards Implementation in WA
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2-Prongs:
1. The What: Content Shifts (for students and educators)• Belief that past standards implementation efforts have provided a
strong foundation on which to build; HOWEVER there are shifts that need to be attended to in the content.
2. The How: System “Remodeling”• Belief that successful implementation will not take place top
down or bottom up – it must be “both, and…”• Belief that districts across the state have the conditions and
commitment present to engage wholly in this work.• Professional learning systems are critical
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The “What”:Key Content Shifts – ELA, Math, Science
Shifts in ELA1. Building knowledge through content-
rich nonfiction and informational texts in addition to literature
2. Reading and writing grounded in evidence from the text
3. Regular practice with complex text and its academic vocabulary
These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.
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Shifts in Mathematics1. Focus: fewer topics focused on deeply
in each grade 2. Coherence: Concepts logically
connected from one grade to the next and linked to other major topics within the grade
3. Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts
Shifts in Science1. The NGSS Reflect the Interconnected Nature of Science through
Focus, Understanding, and Application of Content2. The Science Concepts in the NGSS Build Coherently from K–12.3. Science and Engineering are Integrated across K–12 in the
NGSS.
RESOURCE HANDOUT
The “What” - Power of the Shifts• Know them – both the what and the why
• Internalize them
• Apply them to decisions about• Time• Energy• Resources• Conversations with parents, students, colleagues, partners
This effort is about much more than implementing the next version of the standards. It is about preparing all students for college and
careers.WA TPL Kick Off 6/2/2014 19
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1. What do all students need to know and be able to do as a result of the CCSS?
2. What do the adults in the system need to know and be able to do to support all students?
3. How do we design a
professional learning system
to support them?
The “How”: System Remodeling
20
The “How”: Connecting Multiple Avenues, Providers, and Directions for Professional Learning
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Including:• School Districts• Higher Education• Education and Educator Associations• Private Partners
Washington
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CCR Implementation – through a district, building, and classroom lens
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Phase 1: CCR Standards Exploration
Phase 2: Build Awareness & Begin Building Capacity
Phase 3: Build State & District Capacity and Classroom Transitions
Phase 4: Statewide Application and Assessment
Ongoing: Coordination and Collaboration to Support Implementation
Through the lens of district, building, & classroom educators…
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WA TPL OverviewDates, Commitments, Systems of Support
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WA-TPL Vision
• The project will focus on enhancing critical state and regional-level infrastructures and capacity for sustained, results-driven, standards-based statewide and regional professional learning so…
• School district and building leaders have the knowledge and skills to create the conditions necessary for every educator within their districts to increase their instructional capacity to make the instructional shifts that new Career- and College-Ready learning standards entail.
Theory of Action(Professional Learning in the Learning Profession)
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1. Standards-based professional learning
2. Changes in educator knowledge, skills, an dispositions
4. Changes in studentresults
3. Changes in educator practice
“Effective professional learning enables educators to
develop the knowledge, skills,
practices, and dispositions needed
to help students learn and achieve at
higher levels.”
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TPL Design/Leadership Team
• OSPI partners Teaching and Learning
ELA, Math, Science, etc. Student and School Success Teacher and Principal Evaluation Information Technology
Education Technology Digital Learning
Federal & Special Programs Migrant Bilingual Title I/LAP Title II
• Statewide partners Association of Washington
Principals Center for Strengthening the
Teaching Profession Learning Forward Washington Northwest ESD 189 Olympic ESD 114 Puget Sound ESD 121 State Board for Community &
Technical Colleges Washington Association of School
Administrators Washington Education Association Washington STEM Washington Student Achievement
Council
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Professional Learning Coaches
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LaboratoryDistrict
Critical Friend Distric
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OSPI AESD LEARNING FORWARD WA
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Washington Transforming Professional Learning Support System• OSPI
• WA TPL Design/Leadership Team
• Learning Forward WA• TPL Professional Learning Coaches
• Educational Service District (ESD) WA TPL Leads
• Seattle Pacific University – evaluation team• Data analysis and goal setting support (Standards Assessment
Inventory 2 (SAI2)
• WA TPL Lab and CF Participating Districts +• TPL collaboration platform
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The Basics
• 3 years (November 2013 – November 2016)
• $2.4M
• Phase 1 – 15 district grantees • 8 Lab districts• 7 Critical Friends districts
• Phase 2 – 18 additional districts
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Primary Project Focus• To enhance critical state and regional-level infrastructures and capacity
• School district and building leaders will have knowledge and skills to create conditions necessary for every educator within their districts to increase their instructional capacity to make the instructional shifts that new Career- and College-Ready learning standards entail
• Sustained, results-driven, standards-based statewide and regional professional learning
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Project Outcomes (separate handout)
Outcome Description
1. Student Achievement
80% of students (~75,000) in 33 WA-TPL districts will demonstrate growth on state and district-identified ELA, math, and science assessments
2. Professional Learning Opportunities and Resources
Administrators, teacher leaders, and classroom teachers from 33 WA-TPL districts and at least 90 non-WA-TPL districts actively engage in and benefit from professional learning grounded in the shifts within CCR standards. XX% report professional learning resources to be effective in building capacity with educators and teams at the local level.
3. Structures and Processes to Support Professional Learning
A framework is created (or modified) for the state and districts to utilize to develop comprehensive systems of professional learning that includes a vision and definition of professional learning that aligns with research-based practice, standards for quality and expectations for results of professional learning, policies that support equity of access to professional learning, and resources to develop individual, school, team, school system capacities needed to ensure success for all educators and their students.
4. Leadership State WA-TPL partners and members of WA-TPL leadership/design team demonstrate established infrastructures that show increased capacity to lead and support high quality, standards-based professional learning. Five hundred-four district, school, and teacher leaders actively engage professional learning opportunities and networks through WA-TPL and regional professional learning that supports a comprehensive professional learning system for across 33 WA-TPL districts and within 150 WA-TPL schools. 90% of district, building, and teacher leaders report participation has a positive impact on their practice and professional learning structures/processes/practices will be sustained.
5. Data WA-TPL state and district partners access, analyze, and interpret student, educator, and system data from multiple sources to make decisions about professional learning and that uses formative and summative, qualitative and quantitative student, educator, and system data to articulate professional learning needs and support system improvements.
6. Culture 100% of WA-TPL state partners and districts demonstrate alignment of behaviors and actions grounded in trusting relationships at all levels that are focused on student and educator learning and collaboration.
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Laboratory Districts• Camas
• Granite Falls
• Highline
• Medical Lake
• Prosser
• Seattle
• Sunnyside
• Wenatchee
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Lab Districts • The project will fund nine “laboratory” districts, one in
each ESD region.• To serve as part of the AESD network as regional learning
laboratories for critical friend and other districts wishing to create similar comprehensive professional learning systems.
• Lab Districts will receive coordinated support from OSPI, LF WA, and the ESDs guided by comprehensive professional learning plans developed and revisited throughout the project period.
• Will develop and implement • a vision for professional learning for full and deep implementation
of CCSS• a comprehensive professional learning plan based in professional
learning standards
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Lab District Deliverables
• All district core team members will attend 2x/year 2-day meetings.
• Administration of Standards Assessment Inventory 2 (SAI2)
• Districts/buildings will commit to align professional learning practices to professional learning standards
• Core team members will attend monthly virtual or in-person regional professional learning sessions
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Critical Friends Districts• Brewster
• Colfax
• Eatonville
• Mary Walker• In consortium with Chewelah, Curlew, Loon Lake, & Republic
• Riverview
• Sedro-Woolley
• Stanwood-Camano
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Critical Friend Districts
• Participate in support of the regional Lab District in development of a comprehensive professional learning plan that is based in professional learning standards.
• Will receive project funding and engage in professional learning opportunities, and will be invited to participate in Lab District workgroup meetings and task forces.
• Implement processes, products, resources and tools within the Critical Friend District, as appropriate, and provide feedback.
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Critical Friend District Deliverables
• Core team members will attend 2x/year 2-day meetings.
• Core team members will attend monthly virtual or in-person regional professional learning sessions
• Administration of Standards Assessment Inventory 2 (SAI2)
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-Medical Lake SD-Colfax SD-(Consortia)Mary Walker SDRepublic SDCurlew SDLoon Lake SDChewelah SD
-Sunnyside SD
-Camas SD
-Highline SD-Seattle SD-Riverview SD-Eatonville SD
-Prosser SD
-Wenatchee SD-Brewster SD
-Granite Falls SD-Sedro-Woolley SDStanwood-Camano SD
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Professional Learning Support System
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Professional Learning Structures
WA-TPL districts will participate in three types of face-to-face and virtual professional learning opportunities that will foster cohesive, sustained, and shared learning with their peers across the state.
1. Statewide Professional Learning (face to face, 2x/year)
2. Regional and Local Professional Learning3. Collaborations within and across
districts
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Regional and Local Professional Learning
Monthly face-to-face & virtual PL meetings for districts within each region.
• Lab districts (9) will receive coordinated support from OSPI, LF WA, Professional Learning Coaches and the ESDs based on comprehensive PL plans.
• Critical Friend districts (~24) will engage in regional PL opportunities and will be invited to participate in Lab District workgroup meetings and task forces.
• Each ESD, in partnership with LF WA, will engage WA-TPL districts in their region as models for non-funded districts engaged in already-established regional learning communities.
NOTE: All Professional Learning
Opportunities to be grounded in
the Learning Forward Standards
for Professional Learning (2011) and Components of
Comprehensive Professional Learning Systems (LF, 2012)
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STANDARDS
FOR
PROFESSIONAL
LEARNING (Learning Forward, 2011)
1. Learning Communities
2. Leadership
3. Resources
4. Data
5. Learning Designs
6. Implementation
7. Outcomes
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Components of aComprehensive Professional Learning System
Foundational Beliefs
Clear Definition
Standards
Policies
Alignment
Protected Time Ongoing PL
Opps. For Every
Educator
PL Provider Criteria
Evaluating and
Monitoring
Leadership
Sources: KY Professional Learning Task Force Report, 2012Learning Forward, 201245
Some examples….
Component / Policy Lever
From To
Policies - Foundational Beliefs (standards for PL)
Shared Definition of PL
Nothing Adopt Vision, Standards and definition for professional learning (integrate into funding requirements, program designs, etc.)
Resources: time and funding
Debating time and funding
Reconfiguring time Allocating and focusing resources
Professional learning Site-based or individual decisions
Systemic approach based on dataCross-subject / program / grade PLCs
Capacity building Needs focusedMenu drivenAcademies, conferences, etc.
Standards focusedTargeted providers and partners
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Examples, cont.
Component / Policy Lever
From To
Leadership:- Teacher Leaders (coaches, NBCTs, master teachers)
Salary advancements as award
recognition and compensation for responsibilities and leadership; integration into district-wide PL structures
Planning requirements District, school Integrated into overall program support system at district level
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What might be opportunities in your district to consider for WA
TPL focus?
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Problem of Practice
District Problem of Practice
ESD Region:
________________
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Problem ofPractice
BACK IN 10 MINUTES
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Project Evaluation and Data CollectionSeattle Pacific UniversityStandards Assessment Inventory 2
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Program Evaluation• External and Independent –
• Conducted by faculty in the School of Education at Seattle Pacific University
• Significant background in the design and effective implementation of professional learning initiatives
• Significant background in large scale program evaluation
• Purpose – • To evaluate the impact of the Transforming Professional Learning
program on educators and student learning• To evaluate the effectiveness of the TPL implementation process
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Evaluation Process• Identify evaluation questions
• Identify evaluation instruments
• Establish the timeline for data collections
• Analyze the data
• Report the finding
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Evaluation Questions• What is the impact of the project on student achievement?
• How are teachers’ knowledge and skills impacted by the project?
• How do teachers use student growth data to influence their practices?
• What structures and processes are needed to support the professional learning of teachers?
• How do leaders engage with data sources to make decisions about professional learning and support systems?
• What professional behaviors and actions are supportive of teacher collaboration and student learning?
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Data SourcesQualitative and Quantitative• State and district assessment of student learning
• Educator survey data
• Structured interviews
• Observations
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Data QualityWe need your help!• Quality data = Quality analyses
• Consistency in data collection• When• How• From whom
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Contact InformationPrincipal Investigators
Dan Bishop, EdD
Associate Dean,
Assistant Professor
School of Education
Seattle Pacific University
(206) 281-2593
Andrew Lumpe, PhD
Professor
School of Education
Seattle Pacific University
(206)281-2369
Robin Henrikson, PhD
Assistant Professor
School of Education
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TPL Professional Learning System Data Collection
• Standards Assessment Inventory 2(SAI2)
• Revised to align with the 2011 Standards for Professional Learning, SAI2 is a valid and reliable instrument designed to ensure that a school system’s professional learning has the essential attributes to change educator practice and student results.
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SAI2 is intended to:• Provide information to systems that need to understand
teachers’ perceptions of professional learning;
• Reveal the degree of success or challenges systems face with professional learning practices and implementation;
• Provide decision-makers with data on the quality of professional learning as defined by the Standards for Professional Learning, a system’s alignment of professional learning to the standards, and the relationship of the standards to improvements in educator effectiveness and student achievement
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SAI2 • 50-item web-enabled survey to assess the presence of
behaviors at the school level associated with the seven Standards for Professional Learning;
• May be taken from any computer with internet access, at school or home;
• Completed by teaching staff in buildings
• Average completion time is 20 minutes
SEPTEMBER
20TH,2014
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SAI2 SampleDirections: Thank you for taking the time to complete this survey. It is best to complete this survey alone. Completing this survey will take approximately 15 – 20 minutes.
Please mark the responses that most accurately reflect your experience at your school.
1. My school’s learning communities are structures for teachers to engage in the continuous improvement cycle (i.e., data analysis, planning, implementation, reflection, and evaluation).
5 4 3 2 1 0
Always Frequently Sometimes Seldom Never Don‘t
Know
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Using the SAI2• For school improvement planning
• For identifying clear expectations and actions
• For benchmark data
• For dialogue and reflection
• For program evaluation
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Next StepsJune – October 2014
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State-Level Next Steps• Round out Cohort 1 WA TPL Districts (by end of June)
• Establish online collaboration and resource-sharing platform for WA TPL districts
• Solidify WA TPL Prof. Learning Coaches & assignments
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Planning for Next Steps• Statewide WA TPL Professional Learning
• Regional Collaboration Schedule / Structure
• District coordination plan
THINGS TO CONSIDER…• SAI2 Administration• Professional Learning Resources• Scheduled support at a state level• Scheduled support at a regional level• Scheduled support at a district level• Ad hoc support at each school• Coaching support• Other….
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Statewide WA TPL Professional Learning Opportunities
• October 1 & 2, 2014 – Spokane• Red Lion Inn at the Park
• May/June 2015 - Seattle area
• October 2015 (TBD)
• May/June 2016 (TBD)
• October 2016 (TBD)
Required for all WA TPL Core Teams
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Regional Schedule (Draft) ESD #:______2014/2015 2015/20
16Possible Location
Comments
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Planning Time
BACK IN 15 – 20 MINUTES
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Questions? Reflections?
What else do you need for support between now and October?
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Contact Information
Daniel J. Bissonnette, Ed.D
Manager, Transforming Professional Learning
Office of Superintendent of Public Instruction
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Contact InformationOrganization
Name Phone Email
NEWESD 101
Helene Paroff 509-456-7685
Eric Wolfrum 509-456-7685
ESD 105 Ian Grabenhorst 509-454-3138
ESD 112 Barbara Lomas 360-750-7514
Kathy Whitlock [email protected]
ESD 113 Andrew Eyres 360-464-6721
ESD 114 Stephanie Parker 360-405-5824
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Contact InformationOrganization
Name Phone Email
PSESD 121 Julie Rolling 425-917-7806
ESD 123 JoAnn Henderson 509-544-5751
NCESD 171 Cindy Duncan 509-665-2649
NWESD 189 Dr. Kathy Shoop 360-299-4036
Learning Forward WA
Ellen Hopkins 509-688-7579
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Thank you!
Washington’s 1 million students are counting on us!